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Leading schooling in Aotearoa New Zealand: Understanding and supporting the weight of culture for Māori teachers
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| 2 |
Understanding how teachers perceive socio-emotional wellbeing: Contributing to the development of a linguistically and culturally responsive SEW framework in Aotearoa New Zealand
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Exploring the opportunities and challenges of the digital world for early childhood services with vulnerable children
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| 4 |
The Successes and Limitations of Retraining Non-specialist Teachers to Teach Mathematics
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Abstract:
Acknowledging that there are simply too few mathematics teachers, the UK government is investing significantly in retraining programmes to equip non-specialist teachers to teach mathematics. With the new more mathematically rigorous GCSE courses, and the expectation that most post-16 students will engage with some mathematics (studying for A and AS levels, a Core Maths qualification or re-taking GCSE) many more teachers of mathematics will be needed. The questions posed, explore whether retraining could provide an effective way for alleviating the problem of the lack of well qualified teachers for mathematics. This thesis reports on the unfolding stories of eight teachers, from the 2013-2014 cohort, retrained by way of the Plymouth University model with me as course tutor. In this four-year longitudinal study, the teachers were followed during their year of retraining and in the succeeding years. A methodological model is proposed, for conducting intrusive and intimate research, with the researcher at the heart of the study; this is largely based on grounded theory with a constant comparative approach linking data with data, and data with literature. Interviews and lesson observations provided the mainstays for data collection, and summary narratives for each teacher were weaved from the multifarious sources of data. The analysis of the data leads to a set of propositions suggested for the implementation of future retraining programmes.
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Keyword:
Collaborative practice; Effective mathematics teaching; Limitations and constraints; Mentoring and coaching; PhD; Retraining non-specialist teachers; Shortage of subject specialist mathematics teachers; Subject knowledge
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URL: http://hdl.handle.net/10026.1/14241
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Аналіз елективних курсів з навчання перекладу для учнів старших класів шкіл філологічного профілю ; The analysis of elective courses on translation for senior profile school students Abstract.
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In: Науково-методичний журнал "Іноземні мови"; № 4 (2016): Іноземні мови; 3-11 ; The scientific and methodological journal "Foreign Languages"; № 4 (2016): Foreign Languages; 3-11 ; 2616-776X ; 1817-8510 (2016)
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| 6 |
Terminology in South Africa ; Terminologie in Suid-Afrika
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In: Lexikos; Vol. 9 (1999) ; 2224-0039 (2012)
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| 7 |
Terminology in South Africa Terminologie in Suid-Afrika
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In: Lexikos, Vol 9, Iss 1 (2012) (2012)
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| 8 |
Lexicography versus Terminography
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In: Lexikos; Vol. 11 (2001) ; 2224-0039 (2011)
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| 9 |
Lexicography versus Terminography
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In: Lexikos, Vol 11 (2011) (2011)
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